THE ACHIEVEMENT CHART: Health and Physical Education, Grades 18

Categories

Level 1

Level 2

Level 3

Level 4

Knowledge and Understanding Subject-specific content acquired in each grade (knowledge),

and the comprehension of its meaning and significance
(understanding)
The student:
Knowledge of content (e.g.,
facts, definitions, skills, principles
and strategies, safe practices and
procedures)

demonstrates
limited knowledge
of content

demonstrates
some knowledge
of content

demonstrates
considerable
knowledge
of content

demonstrates
thorough
knowledge
of content

Understanding of content
(e.g., processes, techniques, ideas,
relationships between concepts)

demonstrates
limited under
standing
of content

demonstrates
some under
standing
of content

demonstrates
considerable
understanding
of content

demonstrates
thorough
understanding
of content

Thinking The use of critical and creative thinking skills and/or processes

the ontario curriculum, Grades 18 | Health and Physical Education

The student:

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Use of planning skills

(e.g., identifying the problem,
formulating questions and
ideas, gathering and organizing
information; developing fitness
plans; selecting strategies)

uses planning
skills with limited
effectiveness

uses planning
skills with some
effectiveness

uses planning
skills with
considerable
effectiveness

uses planning
skills with a
high degree of
effectiveness

Use of processing skills

(e.g., synthesizing information,
evaluating risk and determining
appropriate safety measures,
revising fitness goals,
detecting bias)

uses processing
skills with limited
effectiveness

uses processing
skills with some
effectiveness

uses processing
skills with
considerable
effectiveness

uses processing
skills with a
high degree of
effectiveness

Use of critical/creative
thinking processes (e.g., goal
setting, decision making, problem
solving; analysing movement
skills, strategizing, reflecting on
learning and determining steps
for improvement, critiquing)

uses critical/
creative thinking
processes
with limited
effectiveness

uses critical/
creative thinking
processes with
some effectiveness

uses critical/
creative thinking
processes with
considerable
effectiveness

uses critical/
creative thinking
processes with a
high degree of
effectiveness

Communication The conveying of meaning through various forms

The student:
Expression and organization of
ideas and information in oral,
visual, and/or written forms
(e.g., demonstrations, role plays,
conferences, presentations,
posters, pamphlets, journals)

expresses and
organizes ideas
and information
with limited
effectiveness

expresses and
organizes ideas
and information
with some
effectiveness

expresses and
organizes ideas
and information
with considerable
effectiveness

expresses and
organizes ideas
and information
with a high degree
of effectiveness

Communication for
different audiences (e.g.,
peers, teammates, adults) and
purposes (e.g., to inform, instruct,
promote) in oral, visual, and/or
written forms

communicates
for different
audiences
and purposes
with limited
effectiveness

communicates
for different
audiences and
purposes with
some effectiveness

communicates
for different
audiences and
purposes with
considerable
effectiveness

communicates for
different audiences
and purposes with
a high degree of
effectiveness

Categories

Level 1

Level 2

Level 3

uses conventions,
vocabulary, and
terminology with
some effectiveness

uses conventions,
vocabulary, and
terminology with
considerable
effectiveness

Level 4

Communication (continued)
The student:
Use of health and physical
education conventions,
vocabulary, and terminology
(e.g., using and interpreting
signals and body language;
using correct terminology
to discuss parts of the body,
health-related components
of fitness, phases of movement
[preparation, execution,
follow-through]) in oral,
visual, and/or written forms

uses conventions,
vocabulary,
and terminology
with limited
effectiveness

uses conventions,
vocabulary, and
terminology with
a high degree of
effectiveness

Application The use of knowledge and skills to make connections within and between
various contexts
The student:
applies
knowledge
and skills in
familiar contexts
with limited
effectiveness

applies
knowledge
and skills in
familiar contexts
with some
effectiveness

applies
knowledge and
skills in familiar
contexts with
considerable
effectiveness

applies
knowledge and
skills in familiar
contexts with a
high degree of
effectiveness

Transfer of knowledge and

skills to new contexts (e.g.,
transfer of movement skills,
strategies, and tactics from a
familiar physical activity to a new
activity, transfer of planning skills
to contexts such as fitness, healthy
eating, healthy sexuality)

transfers
knowledge
and skills to
new contexts
with limited
effectiveness

transfers
knowledge and
skills to new
contexts with
some effectiveness

transfers
knowledge and
skills to new
contexts with
considerable
effectiveness

transfers
knowledge and
skills to new
contexts with a
high degree of
effectiveness

Making connections within

and between various contexts
(e.g., between active participation,
learning in the health and physical
education program, and healthy,
active living; between health and
physical education, other subjects,
and personal experiences in and
beyond school)

makes
connections
within and
between
various contexts
with limited
effectiveness

makes
connections
within and
between various
contexts with
some effectiveness

makes
connections
within and
between various
contexts with
considerable
effectiveness

makes
connections
within and
between various
contexts with a
high degree of
effectiveness

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

Application of knowledge and

skills (e.g., movement skills,
concepts, principles, strategies;
training principles; health
concepts; safe practices; personal
and interpersonal skills, including
teamwork, fair play, etiquette,
leadership) in familiar contexts
(e.g., physical activities, healthy
living discussions)

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